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Projects

In Bloom’s triad of practice, demonstration, and application, Projects are application.

A Project is real work—application, synthesis, exhibition, or transfer—tied to one main Concept (which may be integrative and pull multiple subjects together). Projects are where learners use what they know in work that looks more like life and less like a worksheet.

What Projects are like

Section titled “What Projects are like”
Feature What it looks like
Strong artifacts Work worth keeping—writing, models, performances, portfolio pieces, investigations
Process Steps or checkpoints so large work stays manageable
Collaboration / offline Often room for group work, home experiments, fieldwork, or studio time
Adult sign-off Parents, teachers, or another reviewer may confirm completion
Reflection Thinking about what was learned—not only the product
Recognition Mastery Points for successful completion as encouragement

Projects and mastery

Section titled “Projects and mastery”

Most Projects require the learner to apply what they know after (or alongside) practice and demonstration. By default, finishing a Project celebrates application and feeds the portfolio.

When the curriculum marks a Project as an approved demonstration path—and the learner completes it successfully (including any required sign-off)—that can confirm mastery for the main Concept, just as a Proficiency Demonstration does.

If a Project is not marked that way, it still matters: applying, transferring, and showing work are part of becoming capable. It simply is not the formal mastery gate for that Concept.

What a Project typically includes

Section titled “What a Project typically includes”
  • A brief or driving question—what are we trying to make or figure out?
  • Required deliverables—what must be turned in or shown?
  • Success criteria—concept-aligned outcomes, and often process expectations
  • Sign-off rules—who must review, and what “done” means
  • Portfolio packaging—so strong work is easy to keep and share

When Projects appear

Section titled “When Projects appear”

Projects show up in recommended work when the learner is ready for them, alongside Learning Units (practice) and Proficiency Demonstrations. Timing follows readiness and the curriculum design—not a fixed “project week” that ignores whether foundations are in place.

For parents and teachers

Section titled “For parents and teachers”
Role How Projects involve you
Parents Often co-review or sign off at home; same criteria visible in the progress record
Teachers Classroom Projects, critiques, and sign-off with a shared definition of success
Students Real audience and purpose—work worth keeping, not throwaway busywork

Keep reading

Section titled “Keep reading”